The introduction of technologies based on artificial intelligence (AI) is changing the process of pedagogical teaching of music in particular, in the context of the higher education environment that is in the process of digitalization. The examples of AI-aided tools in the sphere of vocal music education are intelligent accompaniment, automated pitch analysis, and an adaptive learning platform, which allow offering new opportunities in individualized instructions, real-time feedback, and performance-based learning. However, there is limited empirical investigation of the views of teachers on the implementation of the AI-enhanced technology and the perceived advantages, obstacles, and professional developmental needs of the technology use. In this paper, the attention will be directed to the perceptions of teachers regarding the adoption of the AI-enhanced technology in the teaching of vocal music within the higher education in Guangdong. The quantitative cross-section survey design was chosen, and 223 vocal music educators in the institutions of higher learning participated. The questionnaire evaluated the attitude of the teachers to AI-enhanced technologies, their perception of the instructional benefits, their perception of the barriers, and their experience of professional development. The results indicate mediocre positive attitudes and considerable barriers in terms of time constraint, institutional support, and availability of special training. Perceived benefits correlated significantly with attitudes of teachers, and professional development was not an independent predictor of attitude. Overall, the findings reveal that pedagogical value is one of the determinants of accepting AI-enhanced technologies by teachers and offers hints on how institutional support and pedagogically oriented professional development should be.

Tingyu Yan, Hong Yu. Integration of AI Technology into Vocal Music Education: An Investigation of Teachers’ Attitudes in Higher Education in Guangdong, China. International Journal of New Developments in Education (2026), Vol. 8, Issue 3: 1-11. https://doi.org/10.25236/IJNDE.2026.080301.

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